2010 Pre-K-Grade 12 Gifted Programming Standards - NAGC

Gifted Education Programming Standard 4: Learning Environments
Introduction
Effective educators of students with gifts and talents create safe learning environments that foster emotional well-being, positive
social interaction, leadership for social change, and cultural understanding for success in a diverse society. Knowledge of the impact of
giftedness and diversity on social-emotional development enables educators of students with gifts and talents to design environments
that encourage independence, motivation, and self-efficacy of individuals from all backgrounds. They understand the role of language
and communication in talent development and the ways in which culture affects communication and behavior. They use relevant
strategies and technologies to enhance oral, written, and artistic communication of learners whose needs vary based on exceptionality,
language proficiency, and cultural and linguistic differences. They recognize the value of multilingualism in today’s global community.
Standard 4: Learning Environments
Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and
technical communication skills for leadership in the 21 st century to ensure specific student outcomes.
Student Outcomes
4.1. Personal Competence. Students with gifts and
talents demonstrate growth in personal
competence and dispositions for exceptional
academic and creative productivity. These include
self-awareness, self-advocacy, self-efficacy,
confidence, motivation, resilience, independence,
curiosity, and risk taking.
4.2. Social Competence. Students with gifts and
talents develop social competence manifested in
positive peer relationships and social interactions.
4.3. Leadership. Students with gifts and talents
demonstrate personal and social responsibility and
leadership skills.
4.4. Cultural Competence. Students with gifts and
talents value their own and others’ language,
heritage, and circumstance. They possess skills in
communicating, teaming, and collaborating with
diverse individuals and across diverse groups. 1
They use positive strategies to address social
issues, including discrimination and stereotyping.
4.5. Communication Competence. Students with
gifts and talents develop competence in
interpersonal and technical communication skills.
They demonstrate advanced oral and written skills,
balanced biliteracy or multiliteracy, and creative
expression. They display fluency with technologies
that support effective communication
Evidence-Based Practices
4.1.1. Educators maintain high expectations for all students with gifts and
talents as evidenced in meaningful and challenging activities.
4.1.2. Educators provide opportunities for self-exploration, development and
pursuit of interests, and development of identities supportive of achievement,
e.g., through mentors and role models.
4.1.3. Educators create environments that support trust among diverse
learners.
4.1.4. Educators provide feedback that focuses on effort, on evidence of
potential to meet high standards, and on mistakes as learning opportunities.
4.1.5. Educators provide examples of positive coping skills and opportunities to
apply them.
4.2.1. Educators understand the needs of students with gifts and talents for
both solitude and social interaction.
4.2.2. Educators provide opportunities for interaction with intellectual and
artistic/creative peers as well as with chronological-age peers.
4.2.3. Educators assess and provide instruction on social skills needed for
school, community, and the world of work.
4.3.1 Educators establish a safe and welcoming climate for addressing social
issues and developing personal responsibility.
4.3.2. Educators provide environments for developing many forms of
leadership and leadership skills.
4.3.3. Educators promote opportunities for leadership in community settings to
effect positive change.
4.4.1. Educators model appreciation for and sensitivity to students’ diverse
backgrounds and languages.
4.4.2. Educators censure discriminatory language and behavior and model
appropriate strategies.
4.4.3. Educators provide structured opportunities to collaborate with diverse
peers on a common goal.
4.5.1. Educators provide opportunities for advanced development and
maintenance of first and second language(s).
4.5.2. Educators provide resources to enhance oral, written, and artistic forms
of communication, recognizing students’ cultural context.
4.5.3. Educators ensure access to advanced communication tools, including
assistive technologies, and use of these tools for expressing higher-level
thinking and creative productivity.
1 Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and
geographical area.
National Association for Gifted Children • 1331 H Street, NW, Suite 1001 • Washington, DC 20005 • 202.785.4268 • www.nagc.org
9-21-10
6